Emotional Intelligence, Self-Esteem and Study Skills as Psycho- Social Factors Predicting Academic Stress of In-School Adolescents in Yobe State, Nigeria.
The study investigated emotional intelligence, self-esteem and study skills as psycho-social factors predicting academic stress of in-school adolescents in Yobe State, Nigeria. Correlational design was adopted for the study. Eighty seven (87) talented children purposefully selected from public secondary schools in Yobe State, Nigeria participated in the study. Data obtained was analyzed using Multiple Regression Analysis. The result showed that academic stress of in-school adolescents was significantly correlated with emotional intelligence, self-esteem and study skills. Independent variables (emotional intelligence, self-esteem and study skills) when pulled together have significant effect on the students’ academic stress which means that the independent variables account for 67.4% in the prediction of students’ academic stress and each of the independent variables made a significant contribution to the prediction of students’ academic stress. In terms of magnitude of contribution, self-esteem made the most significant contribution to the prediction. Other variables made significant contributions in the following order: emotional intelligence and study skills. In view of these findings, the study advocated that the students need to be trained on how to improve their self-esteem, study skills and emotional intelligence, because these have significant influence on their academic stress in the school system.
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